Topic: Desire2Learn is the learning management system used by the University of Oklahoma Health Sciences Center and its seven medical colleges. Professors use D2L for curriculum, assignments, and high stakes testing. There are only two employees that support the learning management system for the seven colleges. Integrated within the D2L system are the TurnItIn and Respondus software packages. TurnItIn is used in conjunction with the D2L dropbox for papers and dissertations. Respondus and Respondus LockDown Browser are both used for high stakes testing.
Population: This boot camp will be created for the professors at the University of Oklahoma Health Sciences Center. Professor's are strongly urged to take the training, but it is completely voluntary.
Outcomes: Professors that are more skilled and knowledgeable at using the Desire2Learn system.
Gap: The D2L knowledge of professors ranges from no knowledge to highly knowledgable. Professors need to learn the basic of navigation, content, grading, and creating quizzes. The gap will differ between the professors.
Module 2
Agenda:
Day 1
Pre-training
Site Navigation
Creating a News Item
Assessment Activitiy: Setup course page and post a welcome in the news item.
1 hour
Day 2
Content
Table of Contents
Adding Modules and Submodules
Adding Assignments
Uploading Course Files
Assessment Activity: Add one module and one submodule to the content. Upload a syllabus to the syllabus module (pre-created in D2L).
2 hours
Day 3
Quizzes
Creating a New Quiz
Question Library
Creating Questions
Creating a Randomized Folder
Assessment Activitiy: Create a quiz with at least five questions; randomize the questions using at least one multiple choice, one true and false, and one short answer question.
2 hours
Day 4
Dropbox and Discussions
Adding a Dropbox to an Assignment
Adding a Discussion
Assessment Activity: Add a Dropbox for an assignment the student will turn in. Also, add a discussion topic to your course.
2 hours
Day 5
Grades
Creating a Gradebook
Managing Grades
Releasing Grades
Assessment Activity: Create a gradebook and attach the assignment, dropbox, and discussion in the gradebook.
2 hours
How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology? Mayer's principle of active processing states five steps in multimedia learning: 1) selecting relevant words from text, selecting relevant images from illustrations, organizing the words in a coherent verbal matter, organizing selected images in a coherent visual manner, and integrating the words and images and prior knowledge (Mayer, 2009). With this principle in mind I will take into account the audience being taught. Most of the faculty are somewhat hesitant when using technology. Therefore, it will be important to use the appropriate text and visuals. They should be precise and clear.
The participants will be able to create a course with content, news items, a quiz, a dropbox, a discussion, and a grade item at the end of the boot camp. They will also be able to activate their course so it is available to students.
What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation?
There will be two different types of presentation formats. One will be a PowerPoint which has step-by-step instructions. The participants will also have availability to a sandbox course for hands-on activities.
Mayer's (2009) principles of dual coding basically says "that humans process separate information-processing channels for visually represented material and auditorially represented material" (p. 64). Keeping this in mind it is important that visual and auditory match up to the needs.
What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop? Handouts will be used showing the text to perform a step and visuals to show what they should see on their screen when performing these steps. There will also be step-by-step videos on a training website that they can access as needed.
What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase? Pre-training will be conducted and teach the initial site navigation.
What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)? Each participant will need a laptop with Internet capability and their login information for Desire2Learn. If they do not have an active account I will have training accounts for their use. The room will need a projector and Internet connection through Wi-Fi or hard wired. I will need my PowerPoint program and file.
What online applications might you use? The online application that will be used by all participants is the Desire2Learn learning management system. Sandbox sites will be created for each participant to use.
How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop? Participants will be paired up so they can work as a team on the Desire2Learn course site they will create.
Graphic Organizer: After you develop a general outline for your workshop, create a graphic organizer to help focus participants’ attention on the key points of your presentation. This organizer will help participants actively engage and focus on key points in the presentation.
Pre-Training: When you have an overview of the concepts and skills you are presenting, you may decide that there is a need for pre-training to provide advanced teaching for your participants. Mayer suggests that this can help clarify concepts that may confuse learners and “set the stage” for learning. Pre-training should take place as an activity or introduction prior to the beginning of your presentation. Think of a creative, yet effective way to accomplish this task.
References:
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.
Module 3
The real fun begins in this module as you start creating multimedia materials for your workshop. You will develop all the materials you need to conduct your workshop, including your multimedia artifacts and handouts. You will detail how to create the kind of product you expect from your participants by providing either screencast demonstration(s) or a written tutorial(s) for using the Web sites you select for their use (in Module 4), along with a detailed rubric for authentic assessment (in Module 5). Post all workshop material in your Working Wiki as you develop them, and then transfer them to your Presentation Wiki as they are completed. Following are guidelines for creating the multimedia elements of your project:
Utilize at least three of the four categories of multimedia listed below as you develop multimedia materials for pre-training, your presentation of content and skills, a graphic organizer, and an authentic assessment activity. You will find several examples of media you might consider in the programs posted in Modules 3 and 4. (Note that the videos do not include all categories listed below.)
Category 1: Text and graphics
Category 2: Text to audio or audio to text
Category 3: Video and animation
Category 4: Virtual worlds
Springboard to learning: How will you creatively introduce your workshop? This might be your pre-training activity.
Utilize at least one form of multimedia to:
Develop a pre-training activity to introduce your key concepts
Create a graphic organizer (hands-on or virtual) for participants to reference during your presentation
Create your presentation of content or skills (essential cognitive processing)
Create your authentic assessment activity; participants will use multimedia elements to complete this project (generative cognitive processing); you will provide a tutorial or screencast demonstration to show participants how to create the multimedia
Handouts: Include all handouts and resources for your workshop.
Wrap-Up: Consider how you will wrap up your workshop to make sure participants leave with enough enthusiasm and inspiration to make changes in their work environment.
Assessment: Include either a rubric or a checklist so participants will know what to include in their authentic assessment activity.
Assessment: Include an assessment of the workshop itself.
Create a page in your Working Wiki to organize the materials for your workshop as you develop them. Remember, you will have a page for the workshop introduction, learning outcomes, and agenda. This content page is for developing the main content of the workshop and embedding your multimedia. Every time you complete part of your workshop, post it on this page. If you want feedback from your Instructor, send your Instructor an email with the link to your Working Wiki, asking him or her to visit and review the new part that you have posted. Be specific about which part of your workshop you want reviewed. Decide whether you want to begin with the authentic assessment activity, or if you want to begin developing your presentation, which includes pre-training and the graphic organizer. If possible, try to create one part during Module 3 and the other part during Module 4. In Module 5, you will create your assessment tools and finalize the presentation of your work in your Presentation Wiki.
Desire2Learn Boot Camp
Working Wiki
Module 1
Topic: Desire2Learn is the learning management system used by the University of Oklahoma Health Sciences Center and its seven medical colleges. Professors use D2L for curriculum, assignments, and high stakes testing. There are only two employees that support the learning management system for the seven colleges. Integrated within the D2L system are the TurnItIn and Respondus software packages. TurnItIn is used in conjunction with the D2L dropbox for papers and dissertations. Respondus and Respondus LockDown Browser are both used for high stakes testing.
Population: This boot camp will be created for the professors at the University of Oklahoma Health Sciences Center. Professor's are strongly urged to take the training, but it is completely voluntary.
Outcomes: Professors that are more skilled and knowledgeable at using the Desire2Learn system.
Gap: The D2L knowledge of professors ranges from no knowledge to highly knowledgable. Professors need to learn the basic of navigation, content, grading, and creating quizzes. The gap will differ between the professors.
Module 2
Agenda:
Creating a News Item
Assessment Activitiy: Setup course page and post a welcome in the news item.
Adding Modules and Submodules
Adding Assignments
Uploading Course Files
Assessment Activity: Add one module and one submodule to the content. Upload a syllabus to the syllabus module (pre-created in D2L).
Question Library
Creating Questions
Creating a Randomized Folder
Assessment Activitiy: Create a quiz with at least five questions; randomize the questions using at least one multiple choice, one true and false, and one short answer question.
Adding a Discussion
Assessment Activity: Add a Dropbox for an assignment the student will turn in. Also, add a discussion topic to your course.
Managing Grades
Releasing Grades
Assessment Activity: Create a gradebook and attach the assignment, dropbox, and discussion in the gradebook.
How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology?
Mayer's principle of active processing states five steps in multimedia learning: 1) selecting relevant words from text, selecting relevant images from illustrations, organizing the words in a coherent verbal matter, organizing selected images in a coherent visual manner, and integrating the words and images and prior knowledge (Mayer, 2009). With this principle in mind I will take into account the audience being taught. Most of the faculty are somewhat hesitant when using technology. Therefore, it will be important to use the appropriate text and visuals. They should be precise and clear.
The participants will be able to create a course with content, news items, a quiz, a dropbox, a discussion, and a grade item at the end of the boot camp. They will also be able to activate their course so it is available to students.
What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation?
There will be two different types of presentation formats. One will be a PowerPoint which has step-by-step instructions. The participants will also have availability to a sandbox course for hands-on activities.
Mayer's (2009) principles of dual coding basically says "that humans process separate information-processing channels for visually represented material and auditorially represented material" (p. 64). Keeping this in mind it is important that visual and auditory match up to the needs.
What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop?
Handouts will be used showing the text to perform a step and visuals to show what they should see on their screen when performing these steps. There will also be step-by-step videos on a training website that they can access as needed.
What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase?
Pre-training will be conducted and teach the initial site navigation.
What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)?
Each participant will need a laptop with Internet capability and their login information for Desire2Learn. If they do not have an active account I will have training accounts for their use. The room will need a projector and Internet connection through Wi-Fi or hard wired. I will need my PowerPoint program and file.
What online applications might you use?
The online application that will be used by all participants is the Desire2Learn learning management system. Sandbox sites will be created for each participant to use.
How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop?
Participants will be paired up so they can work as a team on the Desire2Learn course site they will create.
Graphic Organizer: After you develop a general outline for your workshop, create a graphic organizer to help focus participants’ attention on the key points of your presentation. This organizer will help participants actively engage and focus on key points in the presentation.
Pre-Training: When you have an overview of the concepts and skills you are presenting, you may decide that there is a need for pre-training to provide advanced teaching for your participants. Mayer suggests that this can help clarify concepts that may confuse learners and “set the stage” for learning. Pre-training should take place as an activity or introduction prior to the beginning of your presentation. Think of a creative, yet effective way to accomplish this task.
References:
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.
Module 3
The real fun begins in this module as you start creating multimedia materials for your workshop. You will develop all the materials you need to conduct your workshop, including your multimedia artifacts and handouts. You will detail how to create the kind of product you expect from your participants by providing either screencast demonstration(s) or a written tutorial(s) for using the Web sites you select for their use (in Module 4), along with a detailed rubric for authentic assessment (in Module 5).
Post all workshop material in your Working Wiki as you develop them, and then transfer them to your Presentation Wiki as they are completed.
Following are guidelines for creating the multimedia elements of your project:
- Utilize at least three of the four categories of multimedia listed below as you develop multimedia materials for pre-training, your presentation of content and skills, a graphic organizer, and an authentic assessment activity. You will find several examples of media you might consider in the programs posted in Modules 3 and 4. (Note that the videos do not include all categories listed below.)
- Category 1: Text and graphics
- Category 2: Text to audio or audio to text
- Category 3: Video and animation
- Category 4: Virtual worlds
- Springboard to learning: How will you creatively introduce your workshop? This might be your pre-training activity.
- Utilize at least one form of multimedia to:
- Develop a pre-training activity to introduce your key concepts
- Create a graphic organizer (hands-on or virtual) for participants to reference during your presentation
- Create your presentation of content or skills (essential cognitive processing)
- Create your authentic assessment activity; participants will use multimedia elements to complete this project (generative cognitive processing); you will provide a tutorial or screencast demonstration to show participants how to create the multimedia
- Handouts: Include all handouts and resources for your workshop.
- Wrap-Up: Consider how you will wrap up your workshop to make sure participants leave with enough enthusiasm and inspiration to make changes in their work environment.
- Assessment: Include either a rubric or a checklist so participants will know what to include in their authentic assessment activity.
- Assessment: Include an assessment of the workshop itself.
Create a page in your Working Wiki to organize the materials for your workshop as you develop them. Remember, you will have a page for the workshop introduction, learning outcomes, and agenda. This content page is for developing the main content of the workshop and embedding your multimedia. Every time you complete part of your workshop, post it on this page. If you want feedback from your Instructor, send your Instructor an email with the link to your Working Wiki, asking him or her to visit and review the new part that you have posted. Be specific about which part of your workshop you want reviewed.Decide whether you want to begin with the authentic assessment activity, or if you want to begin developing your presentation, which includes pre-training and the graphic organizer. If possible, try to create one part during Module 3 and the other part during Module 4. In Module 5, you will create your assessment tools and finalize the presentation of your work in your Presentation Wiki.
Graphic Organizer
Rubric
Evaluation
Technology Resources
Web Address: https://learn.ouhsc.edu
Internet Capability
Laptops for participants
Projector and screen
Usernames and Passwords